摘要
目的探讨以问题为导向的教学法(problem-based learning,PBL)结合模拟教学对重症医学教学成绩的影响。方法以2020年6月—2022年5月70名广州中医药大学第二附属医院重症医学实习生为研究对象,根据随机抽签法将所有实习生分为对照组与观察组。对照组给予常规教学方法,观察组给予PBL教学法结合模拟教学,观察组与对照组教学观察时间为1个月。对比2组教学成绩、带教满意度、临床操作技能直接观察评估表(direct observation of procedural skills,DOPS)评分。结果观察组教学1个月后的出科理论成绩(93.49±3.30)分、操作技能成绩(96.34±2.83)分,高于对照组[出科理论成绩(86.69±3.94)分、操作技能成绩(87.06±3.99)分],差异有统计学意义(P<0.001)。观察组管理模式、操作技能、教学内容、教学效果带教满意度评分均高于对照组,差异有统计学意义(P<0.05)。观察组教学1个月后动脉穿刺、电除颤等每一项DOPS评分值同对照组相较均更高,差异有统计学意义(P<0.001)。结论在重症医学教学中应用PBL教学法结合模拟教学,能够进一步巩固学生的学习情况,不仅可以提升学生的学习成绩,还提高了教学满意度。
Objective To explore the impact of problem-based learning(PBL)combined with simulated teaching on the teaching performance of critical care medicine.Methods From June 2020 to May 2022,70 critical care medicine interns at the Second Affiliated Hospital of Guangzhou University of Traditional Chinese Medicine were randomly divided into control and observation groups.The control group received conventional teaching methods,while the observation group received PBL teaching combined with simulation teaching.The teaching observation period for both groups was one month.The teaching performance,teaching satisfaction,and clinical operation skills were compared between the two groups using the direct observation of procedural skills(DOPS)scale.Results One month after the teaching of the observation group,the theoretical scores of the observation group(93.49±3.30)and the operational skill scores(96.34±2.83)were higher than those of the control group[theoretical scores(86.69±3.94)and operational skill scores(87.06±3.99)],and the differences were statistically significant(P<0.001).The teaching satisfaction scores of the observation group in management mode,operational skills,teaching content,and teaching effect were all higher than those of the control group,and the differences were statistically significant(P<0.05).One month after teaching,the observation group had higher DOPS scores in each item such as arterial puncture and electrical defibrillation compared with the control group,and the differences were statistically significant(P<0.001).Conclusion The addition of problem-oriented teaching and simulation teaching in intensive care medicine teaching can further consolidate students'learning,improve students'academic performance,and obtain students'high satisfaction.
作者
吴嘉明
WU Jiaming(The Second Clinical School of Medicine,Guangzhou University of Chinese Medicine,Guangzhou Guangdong 510405,China;Department of Critical Care Medicine,Guangdong Provincial Hospital of Traditional Chinese Medicine,Guangzhou Guangdong 510120,China)
出处
《中国继续医学教育》
2024年第2期109-112,共4页
China Continuing Medical Education
关键词
PBL教学法
模拟教学
重症医学
教学成绩
教学满意度
临床操作技能
PBL
simulation teaching
critical care medicine
teaching performance
teaching satisfaction
clinical operation skills
